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Teacher-LeadersTeacher-Leaders BEING ALL YOU CAN BE.

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Presentation on theme: "Teacher-LeadersTeacher-Leaders BEING ALL YOU CAN BE."— Presentation transcript:

1 Teacher-LeadersTeacher-Leaders BEING ALL YOU CAN BE

2 Teacher-Leaders learn To Engage Students With Research-based Instructional Strategies

3 Keller’s ARCS of TRIUMPH Attention – arouse & sustain Relevance to learner’s needs Confidence-capable of success Satisfaction – proud of what they do

4 Changes will ALWAYS need to be Made! Teacher-Leaders ARE “Change Agents” Creating New Knowledge together Builds Relationships There is a Moral Imperative to help the entire organization grow

5 Teacher-Leaders Grow in a Community of Professional Learners If need be they Change the Context  easier to change behavior

6 Teacher-Leaders… Establish a Mutual Vision – High Expectations for All Use Disciplined Inquiry in Data-driven Decision-making Have Moral Purpose—do the right thing & want to make a difference

7 Teacher-Leaders Understand the Responsibility to Collaborate with other Teacher-Leaders  Team Players

8 When Things Need to Change… “A great many people think they are thinking when they are merely rearranging their prejudices.” William James

9 When Things Need to Change… “Life is change. Growth is optional. Choose wisely.” Karen Kaiser Clark

10 When Things Need to Change… “I can’t understand why people are frightened of new ideas. I’m afraid of the old ones.” John Cage

11 When Things Need to Change… “All progress is precarious, one solution to a problem brings us face to face with another problem” Martin Luther King, Jr.

12 When Things Need to Change… “It isn’t that they can’t see the solution. It is that they can’t see the problem.” G.K.Chesterton

13 When Things Need to Change… “I never give them hell. I just tell the truth and they think its hell.” Harry S. Truman

14 When Things Need to Change… “You must be the change you wish to see in your world.” Gandhi

15 When Things Need to Change… “Example is not the main thing in influencing others, it’s the only thing.” Albert Schweitzer

16 When Things Need to Change… “I not only use all the brains I have, but all I can borrow.” Woodrow Wilson

17 When Things Need to Change… “You can’t jump a twenty- foot chasm in two ten-foot leaps.” American Proverb

18 Are You Ready to Take the Leap?

19 Scientific Based Research: Doing What Works Wendy Russell and Emily Crandall Region III Comprehensive Center May 8, 2003

20 Today’s Outcomes To raise awareness of the importance and relevance of research for student achievement

21 Necessary Skills To develop skills in research to identify what works. –Define Scientific-Based Research (SBR) –Assess research quality –Use research in your decision making

22 NCLB Shifts Emphasis The push towards scientifically- based research is the federal government’s most visible effort to shift education practice in a different direction.

23 How do you make decisions about programs and practices? Professional Wisdom External evidence

24 Where Are You On the Research Road?

25 Why SBR? Schools have largely based their practice on “tradition, superstition, professional wisdom, and anecdotal stories.”

26 Too much money has been invested in education and wasted in programs that do not get the intended results. –Valerie Reyna, Deputy Director Office of Educational Research and Improvement

27 Primary Goal of SBR Ensure that programs have been proven effective and are more likely to benefit students when used.

28 NCLB Legislation Goals One hundred percent proficiency for ALL students in 12 years. The method for achieving this goal is data-driven decision- making and transforming education into an evidence- based profession that utilizes SBR.

29 NCLB Defines Scientific Inquiry Use scientific method with an emphasis on experimental control (or comparison) groups Replication of results, using multiple studies by different investigators What makes research scientific is not the motive for carrying it out, but the manner in which it is carried out.

30 Before you Request a PO Know Your Research! default/admin/FORMS/ma terials_requested.htm default/admin/FORMS/ma terials_requested.htm

31 Ability to generalize results from one sample to others in the general population Fulfillment of rigorous standards with an emphasis on peer review (Peer Reviewed Journals) Convergence (or consistency) of results between studies.

32 Research 101 Two types of research 1.Collecting numbers – quantitative 2.Collecting observations – qualitative Three purposes for research 1.To assess the implementation and replicability of the reform practice or program. 2.To test a theory behind a practice or program. 3.To measure impact, effectiveness of the practice or program.

33 HINT The abstract will tell you the type and purpose of the study.

34 Different Research Designs for Different Purposes Implementation and replicability –Type – Quantitative or Qualitative Theoretical Base –Type -- Quantitative or Qualitative Evidence of Effectiveness –Type -- Quantitative

35 Implementation and Replicability Asks: –How was practice or program implemented? –In what setting? –Under what conditions?

36 Theoretical Base Asks: –What is the theory behind this practice or program? –What are the theory’s guiding principles? –What does the theory explain?

37 Evidence of Effectiveness Is there evidence showing that this practice or program improves student achievement? Really, the only method approved by NCLB --Core of SBR

38 Hierarchy of Evidence Case Studies Correlational study without statistical controls Correlational study with statistical controls Quasi- experimental Randomized Trial Valerie Reyna, OERI

39 Systematic Rigorous Methodology Gold Standard –Random Assignment (Experimental) Silver Standard –Control Group-Non Random (Quasi- experimental) Bronze Standard –Case Study Lead Standard –Testimonial, opinion, Intuition, Small sample, Selective criteria

40 Scientifically Based Research: Gold Standard Experimental study –Research Type – Quantitative Determines potential between practice or program and student achievement

41 Controls all of the following: –Environment –Intervention (practice or program) –Subject selection (random sampling) Shows change in outcome as a result of treatment

42 Promising Research: Silver Standard Quasi-experimental study –When it is not possible to control for at least one of the three elements of experimental design: Environment Intervention Assignment to experimental or control groups –Cannot determine causality

43 Bronze Standard Supplemental Research Reports the way things are Includes both quantitative and qualitative data

44 Descriptive – data summarized and simplified. Effects on student achievement cannot be attributed directly to the intervention. Hey! But this is More Fun to Read! Bronze Standard Supplemental Research

45 Whose Research Findings Should I Use? Findings/Conclusions Based on: –Multiple studies –Independent studies –Peer Reviewed –Published –Strong criteria for SBR

46 Available Evidence Become a savvy consumer of research. Only 5% or less of available research evidence is at Gold SBR Standard

47 Quality and Quantity Challenge Where you go to find research is important. Debate, discussion and the review process are important.

48 Peer Reviewed Journals Not Joe Bob’s Blog Find quality of works while using the research currently available. Context matters. Need for accumulation of studies in order to establish scientific certainty.

49 Components of all Research Studies Abstract Objective (problem/purpose) Research procedure/methodology Findings Discussion Section Conclusion

50 Professional Wisdom “…school leaders will need to rely on the best available empirical evidence and some degree of professional judgment in creating their programs.” CSR Program Guidelines

51 Using Professional Judgment Being a critical consumer Examining research to determine whether it is relevant to your context. Synthesizing findings across studies Incorporating the evidence into the decision-making process.

52 Research-Based Decision Process Step One: Gather relevant, quality research –Identify research that is: Of high quality Current (within 5 years Focused on your interest Researched in schools/programs like yours –Make sure search is extensive to capture all evidence and analysis

53 Research-Based Decision Process Step Two: Interpret Research for your Context Synthesize findings gathered Revisit needs Revisit and refine focus questions Narrow the range of possible solutions/interventions Make a judgment of the effectiveness of an intervention from the studies.

54 Research-Based Decision Process Step Three: Make your case –Make links between Identified needs Programs and practices that can address these needs directly Evidence from the highest quality research available to support the effectiveness of these interventions on student achievement.

55 More information National Clearinghouse for Comprehensive School Reform What Works Clearinghouse e-mail updates:

56 Final Point Scientific research in education is about accumulating knowledge. Using the Knowledge is about Educating Successful Students. NRC, Scientific Research in Education

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